Potential Abstract: This research article delves into the complex interplay between behavioral statistics, perception, and the Heideggerian concept of “way of knowing” within the realm of education. Drawing on phenomenological perspectives, this study seeks to uncover the underlying mechanisms through which individuals perceive and make sense of statistical information in educational contexts. By adopting a Heideggerian lens, the study sheds light on the ways in which our preconceptions, biases, and cultural backgrounds influence our understanding of statistical data, ultimately shaping our educational practices and decision-making processes. Through a series of qualitative interviews and observations, this research aims to illuminate the lived experiences of educators and students with regards to statistical information, highlighting the subtle but profound ways in which perception informs our interactions with data. By uncovering the hidden assumptions and biases that underlie our statistical reasoning, this study offers valuable insights into how we can cultivate a more nuanced and reflective approach to utilizing behavioral statistics in educational settings. Ultimately, this research contributes to a deeper understanding of the multifaceted nature of statistical perception and its implications for educational practice and policy.
Potential References:
- Why Heideggerian AI failed and how fixing it would require making it more Heideggerian
- Heideggerian meditations on an alternative ontology for ecological psychology: A response to Turvey’s (1992) proposal
- What does Heidegger mean by the transcendence of Dasein?
- Merleau-Ponty’s Criticism of Heidegger
- Husserl’s concept of the ‘transcendental person’: Another look at the Husserl–Heidegger relationship
